On Construction of Ecological Englsh Classroom in Junior Middle School

1、AcknowledgmentsThanks for giving me this chance to achieve this thesis and to make a conclusion for my four years university education. Through writing this thesis, I have acquired more knowledge than I supposed.Firstly, my sincere thanks to my supervisor, Li Xuefeng, from the choice of subject to t

2、he final accomplishment of project, she always gives me the careful guidance and unremitting support.Secondly, I also want to give my thanks to other teachers and my classmates who gave me much help in working out my problem during the difficult course of the thesis.Lastly, I would like to give my t

3、hanks to my beloved family for their loving considerations and great confidence in all through these years.Thank you!AbstractEcological classroom focus on the teachers and students common development, aims for teaching, learning, both are equally important.This abstract invoking ecology and educatio

4、nal ecology and research methods, to the new English curriculum reform practice as a background, based on the concept of new curriculum for direction. Through literature method, and own practice, first revealing the junior middle school English classroom the existence of problems, such as formalizat

5、ion on teaching means, non-differentiation on evaluation method, lack of emphasis on teaching material, classroom knowledge and actual life are derailed and so on. By ecology view of these problems and reflection, strive to find solutions to build a correct English class, for the construction of eco

6、logical junior English classroom to provide theoretical support. Finally, from the classroom of the ecological environment construction, the teaching way of life and flexible choice, English teaching qualitative evaluation, put forward some suggestions countermeasures.This article aims to use the vi

7、ewpoint of ecology to study junior middle school English class, staring from the actual cases, which provides a theoretical guidance, and drive junior middle school English classroom education teaching practice effectively, improve education teaching of junior English quality and efficiency. From th

8、is respect, this article topic is also a kind of innovation.Key Words: Ecology; Junior English; Ecological Classroom; English classes摘 要初中英语生态课堂是强调师生“共生”的课堂，为师生发展而教，为师生发展而学，整个论文沿着“什么是初中英语生态课堂”“初中英语课堂教学中存在的问题”“如何构建初中英语生态课堂”的思路展开。本文借用生态学和教育生态学的原理和方法，以英语新课程改革实践为背景，以新课程理念为方向，通过案例法，观察法，以及自身实践，首先揭示当前初中英语课

9、堂中存在的问题，如教学手段形式化，教学评价方式非差异化，教学内容稍欠重视，课堂知识与生活实际有所脱轨等，用生态学的视角对这些问题进行反思，力求找到英语生态课堂的应然状态，为构建初中英语生态课堂提供合理的理论支持。从营造课堂生态课堂、选择生态化教学方式，采用生态式教学内容、应用生态教学评价方式这几个方面，提出一些构建初中英语生态的建议和对策。本文旨在把初中英语课堂教学的研究转移到生态视角上来，从实际案例出发，既为初中英语教育教学提供一种理论指导，又带动初中英语课堂教育教学实践活动的有效进行，提高初中英语教育教学的质量和改革，从这方面讲，也是一种创新，为当前的初中英语新课程改革提出一些借鉴。关键词

10、：生态；初中英语；生态课堂；英语课堂ContentsTOC o 1-3 h z u 1. Introduction 12. Literature Review 32.1 The Definition of Ecological Classroom 32.2 The Necessity of Ecological Classroom 42.3 A Review of Abroad Ecological Classroom Research 52.4 A Review of Domestic Ecological Classroom Research 62.5 Educational Ecolog

11、y 72.6 Bakhtins Dialogism 73. Research Method 83.1 Research Object 83.2 Research method 84. Classroom Observation And Case Analysis 84.1 Formalization on Teaching Means 84.2 Non-differentiation on Evaluation Method 104.3 Lack of Emphasis on Teaching Material 114.4 The Derailment of Classroom Knowled

12、ge and Ecology English Classroom in Junior Middle School 125. How to Construct Ecological English Classroom in Junior Middle School 135.1 Create a Harmoniously Ecological English Classroom 135.1.1 Pay Attention to All Students Emotion and Create a Harmonious Teaching Atmosphere 135.1.2 Good Harmonio

13、us Relationship between Teachers and Students 145.1.3 Create a Relaxed Atmosphere 155.2 Using Teaching Content of Ecological Type 165.2.1 According to the Actual Life to Create True Context 165.2.2 Contact Life to Compile Daily English Teaching Materials 185.3 Using Ecological Teaching Evaluation Wa

14、ys 195.3.1 Be Familiar with the Teachers and Students Background and the Current Situation 206. Conclusion 20Bibliography 21On Construction of Ecological English Classroom in Junior Middle School1. IntroductionDraw on the experience of ecological ideas and ecological methods to study education teach

15、ing, it has become a new breakthrough in methodology of educational scientific research. Ecological curriculum view, ecological education and other educational theories take shape, and the ecological classroom teaching in micro field has received more and more attention. English Curriculum Criteria

16、(experiment draft) by the Ministry of education of China was issued formally in 2001. The curriculum standard embodies the new educational concept, defines the nature and task of the new English curriculum, describes the specific objectives and contents of the course, and puts forward some specific

17、implementation recommendations. The overall goal of English Teaching in basic education stage is to cultivate students comprehensive ability of using the language. Formed a comprehensive language application ability is based on students language skills, language knowledge, emotional attitude, learni

18、ng strategies and cultural awareness development. The basic idea of ecological classroom is use teaching concept with the whole, life and development to organize the classroom teaching, which is consistent with the requirements of the new curriculum English teaching.In 1976, American educator, Lawre

19、nce Cremin was first proposed the Educational Ecology in Public Education. Educational Ecology is based on the principle of ecology, using ecological methods to study various educational phenomena, master the rules of education development, reveals the development trend and direction of education. I

20、n recent decades, educational ecology in our country has developed rapidly, in general, macro research formed a relatively complete theoretical framework, but the micro research, especially the research of the ecological classroom, is still relatively weak. In recent decades, educational ecology in

21、our country has developed rapidly, in general, macro research formed a relatively complete theoretical framework, but the micro research, especially the research of the ecological classroom, is still relatively weak, existing microscopic study is classroom environment research, rather than classroom

22、 ecology in the full sense. It is lack of comprehensiveness and ecology, which reflects problems such as poor interaction in the interaction between teachers and students, the teaching contents were unreasonable and of low quality, the teaching methods were outdated, the teaching ways were single, t

23、he teaching appraisals were one-sided and single, etc.A new round of basic educative reform will completely change the previous teaching model, the classroom back to students to make the classroom radiate the vitality of life. Emphasize the relationship among teachers and students whose dialogue, co

24、mmunication and interaction on English Teaching under the new curriculum reform, respect for individual differences. Changes current situation of previous curriculum overly concerned with book knowledge, contact the students life experience, has put forward three-dimensional development goals of kno

25、wledge and skills, processes and methods, emotional attitudes and values. In a word, in the basic education curriculum reform, new English curriculum ideas are fully reflects the characteristics of life, integrity, development and relevance. It has taken on a trend of ecology.This thesis is conducte

26、d to is to transfer the study of junior high school English teaching to the ecological perspectiveto provide a theoretical guidance for English Teaching in junior middle school education, promote junior middle school English classroom, effective implementation of educational teaching practice, impro

27、ve teaching quality and efficiency, and puts forward some suggestions for the current new English curriculum reform in junior high school.This study treat the junior high school English classroom as a special ecological system, analyze the interaction between classroom environmental factors and ecol

28、ogical classroom subjects, form a whole English classroom ecological holism. It has a certain theoretical significance for development and perfection of teaching theory to promote the in-depth development of disciplines. And the implementation of English ecological classroom of junior middle school

29、is beneficial to improve the efficiency of classroom teaching, and is propitious to teachers and students to achieve a symbiotic relationship, namely, common development.The thesis is divided into seven chapters. The first chapter is the introduction,which introduces the research background, researc

30、h significance and the structure of the thesis. In the second chapter, the author summarizes the theory of ecological classroom teaching at home and abroad. It mainly expounds the definition of ecological classroom and the results of previous studies. The third chapter summarizes the relevant theori

31、es of this thesis, which mainly include the following aspects: educational ecology, postmodern thought, Bakhtins dialogue theory, and the theory of multiple intelligences. The fourth chapter describes the research methods and research objects. The fifth chapter analyzes the actual cases in the proce

32、ss of English Teaching in junior middle school.Analysis of some of the problems, such as the formal means of teaching, evaluation methods of non-differentiation, less attention to the teaching materials and classroom knowledge and life is derailed. The sixth chapter based on analyzes the existing pr

33、oblems in which last chapter and puts forward the corresponding solutions. The seventh chapter is the conclusion of this thesis.2. Literature ReviewIn 1960s, foreign scholars began to microscopic study the ecology of the classroom. In the year of 70s, it was the flourishing period of foreign educati

34、onal ecology. From 1980s to 90s, the study of educational ecology not only widened, but also developed in depth, and the education was put on the background of which are now drawing more and more attention the environment and development to conduct investigation. Relatively speaking, the study of ed

35、ucational ecology in China Mainland began comparatively late, and the research of educational ecology in Taiwan and Hong Kong was relatively early.However, the study of the ecological classroom is in the recent decades.2.1 The Definition of Ecological ClassroomThe new curriculum standard points out:

36、 the compulsory education stage regard classroom life and ecology as a new subject of the curriculum reform to discuss the teaching, and thus produce issue of ecological classroom. The so-called ecological classroom is the classroom, which classroom teaching activities taking the student as the main

37、 body; which focusing on students development, recognizing that the individual life of students have the emotional awareness, the ideological needs and multiple functions. In the ecological classroom, through the effective teaching activities, give full play to each students learning potential,let t

38、hey all have the progress and development, in order to promote the unity of teaching and learning in theclassroom. Its features: meet students various psychological needs, such as love to act, love to curious, love to play and love to win, and care of students, respect students personality, to stimu

39、late students positive feelings and emotions, which is conducive to the effective development of classroom teaching activities. (qdt.in Luo 61)The ecological classroom is a new kind of classroom under the ecological perspective. Ecological classroom as relevancy among the living body of teachers, st

40、udents and the environment in the classroom this specific time and space. It emphasizes the harmonious unity of teachers, students, relationship of teachers and students, teaching environment, teaching evaluation and so on. It is a kind of classroom of face squarely people and life.The English ecolo

41、gical classroom in junior high school is the new paradigm of classroom teaching, namely, ecological class. It is an English class which is carried out under the view of educational ecology. In English ecological classroom, teachers and students interact with each other in the ecological teaching env

42、ironment, so as to obtain the opportunity of sustainable development. In a word, the junior middle school English classroom is a healthy and harmonious dynamic balance system, which is emphasis on the symbiosis of teachers and students.2.2 The Necessity of Ecological ClassroomRousseau, the great edu

43、cator, said that education must go with the flow-that is suitable for its nature, otherwise, there will inevitably be a result of natural broken. Chinese famous mathematician Yang Le once in the Phoenix program also said: “domestic education, school, family and social expectations of students are to

44、o high, too fast, too urgent, success is a long process.” (qtd.in Luo 61) The nature is harmonious, harmonious relations between teachers and students, melodious between teaching and learning, harmonious between disciplines, harmonious inside and outside class, harmonious among teaching objectives,

45、content, methods and means, harmonious between education and teaching, teachers and students growth naturally in the harmony, the dominant spirit of teachers and the main body spirit of the students are fully display. Let our classroom return students to a free development space, the truth of world

46、and the natural feelings give back to children. Classroom is the main position of education, primary and secondary school students eighty percent of school days are spend in the classroom. Why the quality education is often regarded as the banner and lift high, but the examination oriented education

47、 in adown-to-earthmanner? This is related to short-sighted, and utilitarian educational needs of the whole society, but this is only one aspect of the problem. The author believes that the most critical is not to seize the main contradiction of education - the construction of classroom. In fact, the

48、 classroom should be an ecosystem, it must maintain ecological balance; in the classroom teaching, the life movement, learning content and various information of the ecosystem are between teachers and students，between students and students flowing, processing and deepening in the ecosystem. If we bu

49、ild the classroom into a real sense of “ecological classroom”, we do not worry about quality education can not be implemented; and thus naturally derived test ability and academic achievement will also make our education stand up to society and parents consideration.2.3 A Review of Abroad Ecological

50、 Classroom ResearchThe research of ecological classroom in foreign countries has been very mature, the main object of which is the primary and secondary school classroom, the main research methods are qualitative research methods. There are two main research methods: First, the study of the individu

51、al factors or several factors for construction of the ecological classroom. In individual factors, the research of teacher factor, student factor and environment factor accounted for most of these. Walker considers the determinants of classroom ecology is the standard of social behavior and expectat

52、ions of teachers, discusses teachers expectations of students, the behavior of teachers, influence of classroom environment and learning. (1995) Dukes and Saudargas put forward that if teachers are biased against the students with low learning ability when evaluating, the effect of classroom ecology

53、 will be weakened. (1989) Wolery proposed the ecological harmony assessment of classroom activities and rules in order to determine the functional goals of students with learning disabilities. (2002) Hamilton and Andersen use nearness (distance from student to teacher) and student density as ecologi

54、cal variables in College classrooms. The results showed that the students with the front position had higher grades than those who sat in the back seat, but the seat density, sitting in the aisles, and sitting in the middle of the class did not affect the grade. Second, the study of constitute all t

55、he components of ecological classroom, namely, the study of classroom ecological structure. (1986) Agard argues that there are differences in the number of students and educational personnel in regular classes and special classes, emphasizing the impact of ecological characteristics on students, inc

56、luding a single, mutual interaction. (1975)2.4 A Review of Domestic Ecological Classroom ResearchWith the gradual deepening of the curriculum reform of basic education in our country, educational ecology is also showing a vigorous vitality with its interdisciplinary advantages and strong vitality. R

57、esearchers puts forward the ways of constructing ecological classroom teaching model based on the theoretical basis of philosophy, educational ecology, postmodernism, humanism, constructivism and multiple intelligences from various angles. To sum up mainly in the following aspects: the harmonious re

58、lationship among teachers and students; the dominant position of students; creating a harmonious classroom atmosphere; advocating independent inquiry, the communication and cooperation among students; promote dialogue and communication; improve the teaching evaluation system, maintain the ecological

59、 balance of classroom; improve teaching methods, promote the development of personalized and so on. The year 2007 project of education, “Ecological Classroom Construction in Primary and Secondary Schools in China and Research on the Reform of Teaching Formula driven” by the National Social Science Fund “1th Five-Year plan”, Southwestern University professor, Li Sen led the research team to conduct an in-depth microscopic stu